Reflection of orthographocentrism in dictations as a form of input control

This article is prepared at the intersection of several branches of science, reflecting one of the problems of Russian language teaching techniques through the prism of metalanguage consciousness of the native speakers. The subject of this research is the reflection of the signs of orthographocentrism in dictation as a form of control. The object is dictation as a form of control. The article aims to prove that dictation as a form of input control manifests orthographocentrism as one of the presumptions of metalanguage consciousness of the native speakers. The analysis of dictation results written by the first-year students of non-philological specialty in the beginning of the academic year, once again confirms that this type of control is only the spelling literacy level check of the students, rather than their communicative competencies. The main conclusions are as follows: dictation does not detect the level of formation of communication skills of the school graduates thar are essential for training and effective interaction in society overall. Dictation tests the level of orthographic (and punctuation) literacy. The analysis of dictations indicated that besides the familiar types of errors, they may contain incorrect spellings that are outside the traditional classification methods for teaching the Russian language. Spelling errors should be considered as communicative hindrances within the communication structure, since orthography as the language section can be presented in the communicative aspect. In this regard, the existing classifications of errors can be revised, so are the criteria and evaluation of students' written tests.